Quote: As Bloom said, a student who studies with positive emotions should learn easier and faster than those who lack emotions, fun and interest, or those who are anxious and afraid of learning. If English teachers ignore students' emotional attitudes and simply teach for the sake of teaching, they will arouse students' weariness of learning and fail to achieve the expected teaching effect.
Psychological research shows that people's knowledge acquisition is a process of interaction between intellectual factors and non-intellectual factors, and non-intellectual factors play a decisive role. Non-intelligence factors refer to ideals, interests, habits, emotions, will and other factors. To achieve excellent results, students should not only have a certain level of intelligence, but also non-intelligence factors play a decisive role. Therefore, to improve the quality of English teaching, teachers should not only give full play to students' intellectual factors, but also pay attention to the cultivation of non-intellectual factors such as emotion and attitude, so as to promote the development of students' comprehensive quality.
First, the emotional attitude in English curriculum objectives
Emotional attitude in English curriculum standards refers to the relevant factors that affect students' learning process and learning effect, such as interest, motivation, self-confidence, will and spirit of cooperation, as well as the consciousness of motherland, international vision and competition gradually formed in the learning process. Emotions can be divided into positive emotions and negative emotions. Positive emotions include self-esteem, self-confidence, motivation, happiness and surprise, which can create a psychological state conducive to learning. Negative emotional attitudes include: disgust, depression, anger, shyness, nervousness and other psychological states that seriously affect learning. Both positive emotions and negative emotions, as important non-intellectual factors, directly affect students' learning, but the two factors have completely different effects on students' learning results. Maintaining a positive learning attitude is the key to success in English learning. Teachers should constantly stimulate and strengthen students' interest in learning in teaching, and guide them to gradually turn their interest into a stable learning motivation, so that they can build up confidence, enhance their will to overcome difficulties, realize their own advantages and disadvantages in learning, be willing to cooperate with others, and develop a harmonious, healthy and upward character.
At present, an important aspect of the curriculum reform of basic education is to pay attention to the development of students' emotional attitude and infiltrate the cultivation of students' emotional attitude into subject education and teaching. English courses should not only develop students' language knowledge and skills, but also have the responsibility and obligation to cultivate students' positive emotional attitude. Compared with other disciplines, language is more closely related to emotional attitudes. Therefore, English courses should play a special role in cultivating students' emotional attitudes.
Second, the relationship between emotional attitude and language learning
(A) language and emotional attitude are closely related.
One of the important functions of human language is to promote interpersonal communication. Interpersonal communication inevitably involves people's emotional attitudes. Emotional attitudes need to be expressed and transmitted through language to a great extent. Communicating emotions and solving emotional problems also require the use of language. Proper and reasonable use of language helps to communicate feelings, enhance friendship and mutual respect, and improve interpersonal relationships. In a word, language and emotional attitude are inextricably linked. The process of teenagers learning a foreign language is to learn how to use a foreign language to a great extent. Since you are using a foreign language, it inevitably involves interpersonal communication and emotional attitude.
Emotion is people's attitude and experience about whether objective things meet personal needs, a special form reflected by objective things, and an attitude of people to people. Emotional attitude includes positive emotional attitude and negative emotional attitude. Research shows that positive emotional attitude can effectively promote the sublimation of human intelligence, make students energetic, flexible and agile, have rich imagination and enhance their memory. At the same time, stimulating students' learning motivation to the maximum extent is conducive to the development of students' language potential. On the contrary, negative emotional attitudes (lack of learning motivation, inattention, etc. ) affect the normal development of students' learning potential, thus reducing the effect of language learning and having a negative impact on students' future language learning.
(2) Emotional attitude has an important influence on the result of language learning.
Emotional attitude is not only inextricably linked with language, but also directly or indirectly affects language learning, especially foreign language learning. Positive emotions and lively and cheerful personality help students to actively participate in language learning activities and gain more learning opportunities; Strong learning motivation, strong interest in learning and the spirit of bold practice are conducive to improving students' learning effect; Strong will and strong self-confidence help students overcome difficulties in foreign language learning. On the contrary, many negative emotional attitudes will affect language learning. For example, being too shy and introverted is not conducive to students' active participation in learning activities. Excessive anxiety and timidity are not conducive to students to express themselves boldly in foreign languages and show their language knowledge and skills. In recent years, foreign language education researchers have done a lot of research on the relationship between emotional attitude and foreign language learning, and achieved important research results. The main conclusion is: "Solving emotional problems is helpful to improve the effect of language learning. Negative emotions such as anxiety, fear, shyness, nervousness, anger, depression, doubt and disgust will all affect the normal development of learning potential. If learners are greatly influenced by negative emotions, then even the best teachers, textbooks and teaching methods are of no help. On the contrary, positive emotions such as self-esteem, self-confidence, empathy, motivation, happiness and surprise can create a psychological state conducive to learning. "
(3) Emotional attitude is closely related to students' all-round development.
The stage of basic education is an important period for the development of teenagers' emotional attitude. Paying attention to students' emotional attitude means paying attention to the healthy growth of teenagers. Emotional attitude is an essential quality for a sound personality, and it is also one of the goals of foreign language teaching reform in basic education in the new period. In the past, English teaching overemphasized the development of students' rational and cognitive functions, but ignored the irrational development, leading to "emotional illiteracy" in students' development. Modern educational theory holds that emotion is a non-intellectual factor, and every teaching stage and every subject should pay attention to students' emotion. This is because emotions have interdisciplinary characteristics, which directly affect the learning of students in various disciplines and at different levels. More importantly, emotional attitude is closely related to human development. The connotation of emotion and the relationship between emotion and English learning show that emotional teaching is an important part of English teaching, and the implementation of emotional teaching is the main channel to cultivate students' positive emotions, eliminate negative emotions and promote students' sound personality development.
Thirdly, the importance of cultivating and developing emotional attitudes in English teaching.
An important aspect of the curriculum reform of people-oriented quality education is to pay attention to the development of students' emotional attitude and infiltrate the cultivation of students' emotional attitude into the education and teaching of disciplines. Emotional attitude is an important factor affecting students' learning and development. Modern psychologists believe that the success of a person's career depends on 20% IQ and 80% EQ. People often say, "Learn from your teacher and believe in his way". Therefore, it is very important to cultivate and develop students' emotional attitude. English courses in basic education stage should not only develop students' language knowledge and skills, but also have the responsibility and obligation to cultivate students' positive emotional attitude.
We know that one of the important functions of human language is to promote interpersonal communication. Interpersonal communication inevitably involves people's emotional attitude, which needs language to express and convey to a great extent. Communicating emotions and solving emotional problems also require the use of language. Therefore, language and emotional attitude are inextricably linked. In addition, emotional attitude directly or indirectly affects language learning in many aspects, especially foreign language learning. Positive emotions and lively and cheerful personality help students to actively participate in language learning activities, gain more learning opportunities and generate strong learning motivation. A strong interest in learning and a bold spirit of practice are conducive to improving students' learning effect, while a strong will and strong self-confidence are conducive to overcoming the difficulties encountered in foreign language learning. On the contrary, many negative emotional attitudes will affect language learning. For example, excessive shyness and closed and introverted personality are not conducive to students' active participation in learning activities, while excessive anxiety and timidity are not conducive to students' bold expression and display of language knowledge and skills in foreign languages. Adolescence is an important period for the development of emotional attitudes in basic education. In teaching, we should pay attention to students' emotions and help them cultivate and develop positive emotional attitudes.
Fourthly, how to cultivate students' positive emotional attitude in English classroom learning.
(A) to establish a good relationship between teachers and students
To understand students' emotional attitudes, help students cultivate and develop positive emotions and overcome negative emotions, teachers should first establish a good teacher-student relationship with students. Teachers' own emotions have a great influence on the formation of classroom teaching atmosphere and students' classroom emotional attitude. Therefore, teachers should have high ideological quality, good professional ethics and professional skills, love their jobs and students, treat their work with full enthusiasm, constantly explore new problems in their work, turn their constant pursuit of work into respect and love for students, and stimulate students' interest in knowledge and love for learning. Teachers can communicate with students in various ways and establish feelings.
The survey shows that most students like teachers first, and then like this subject. Psychological research shows that when a person is satisfied, happy, excited and sincerely loves the activities he is engaged in, he often has a keen perception and an open mind, can creatively solve problems and produce good memory effects; On the contrary, when a person feels sad, depressed and bored about his study or work, he will be slow-witted, narrow-minded and not creative.
Good teacher-student relationship is the key to the success of English teaching. Teaching is a bilateral activity between teachers and students and a process of mutual communication between teachers and students. The imparting of knowledge, the cultivation of personality, the development of potential and the stimulation of creativity are all realized in this process. At present, students are young, go to school early, have weak understanding of things, unstable interests, fragile emotional will and are vulnerable. Therefore, according to these characteristics of students, teachers should put themselves in other's shoes, care for every student unconditionally, respect their self-esteem and protect their enthusiasm for learning, so that they can transfer their love for teachers to the subjects they teach, and reach the realm of "love me, love my dog" and "trust my teacher".
(2) Establish a harmonious and democratic communication channel between teachers and students.
In order to truly realize the emotional communication between teachers and students and between students, effective communication channels should be established. Classroom is the activity place for language learning participants (namely students and teachers) and the social environment for their interpersonal communication. In the classroom, there are very complicated interpersonal relationships between learners and between learners and teachers. Different educational ideas and different cultural backgrounds will lead to different teacher-student roles and teacher-student relationships. Language teaching depends to a great extent on the interpersonal relationships of unity, cooperation and mutual support among learners and between learners and teachers. Therefore, the emotional problems in the classroom are not only related to the classroom atmosphere, but also related to the classroom activities and learning effects. Universal questions are suitable for collective discussion, while individual students' questions are suitable for personal communication. We should also pay attention to respecting students' personal wishes and not hurting students' self-esteem. In the application of teaching methods, we should not only see whether we can effectively develop students' intelligence, but also let students experience the happiness and satisfaction of learning from learning. Educator zankov said that once teaching touches students' emotional and will fields and their spiritual needs, this kind of teaching can play an efficient role.
In classroom teaching activities, when students complete their tasks, teachers should give affirmation, encouragement and praise in time, which is conducive to cultivating their positive emotional attitude. For those students who study well, especially those who are temporarily behind in their studies, this should be the case. Even if some students make some language mistakes while participating, teachers don't have to rush to correct them, because some mistakes are only temporary and will be solved naturally with the accumulation of knowledge and the broadening of knowledge, so teachers should encourage them in time; When they encounter difficulties or obstacles in completing task activities, teachers should often use words such as "Don't be shy" to further enlighten them. Don't be afraid. Think it over. Try again. ",far more effective than simple and rude accusations.
Teachers should often reflect on the learning process and learning effect with students and strengthen the guidance of students' learning strategies. Through unexpected understanding, sincere and pertinent criticism and enlightening guidance, we can arouse students' emotional resonance and help them establish good emotions. The key to this is that our teachers should devote a lot of emotions and fully show their care in the trivial matters of our daily life and study.
Appreciate students, teach students in accordance with their aptitude and cultivate self-confidence. James, a famous American psychologist, said: "The deepest essence of human nature is the desire to be appreciated." Getting the appreciation of others is the goal that every learner pursues. Junior high school students are competitive and eager to be appreciated by teachers. As long as the teacher gives them a ray of sunshine, they will be brilliant. According to the psychological characteristics of students, teachers should be observant, have extensive knowledge and memorize, and give normal expectations and appreciation to students of different levels and personalities. Let them feel the teacher's trust in them, so as to stimulate their confidence in learning English and arouse their enthusiasm and initiative in learning English.
(C) the use of a variety of teaching methods to cultivate students' comprehensive language ability and sense of cooperation.
Infiltrating the cultivation of emotional attitude into daily education and teaching is the most important link and process to realize the goal of emotional attitude in English curriculum. Therefore, careful study of textbooks, careful planning and various teaching methods are the most direct ways to cultivate students' positive emotional attitude. Let's talk about the specific methods based on the teaching practice of new junior high school English textbooks.
1. The task of creating a real scene. In the new teaching materials based on task-based teaching, task design is particularly important. Only by taking students' life experience and interest as the starting point, providing real scenes and creating tasks close to real life can students actively participate in the task of comprehensive language use. For example, Unit 2, Grade 7 Why do you like koalas? In this unit, there are three goals and tasks, and each task activity contains infiltration education with emotional attitude. Task 1: Ask students to list the animals endemic to at least five countries or regions and give a brief description. Therefore, it is necessary to arrange for students to prepare or look for information before class, so as to cultivate their ability to complete or engage in activities independently. Every student will naturally think of the panda in China, which has cultivated students' pride and patriotic enthusiasm. Task 2: Ask students about their favorite animals and their reasons, make statistics and reports, and practice the language. What's your favorite animal? Why do you like ... And other related statements. Through activities, let students know that animals are friends of human beings, cultivate students' feelings of caring for animals and nature, and let students feel the joy of cooperation with others in activities. Task 3 is also an activity to cultivate students' sense of cooperation. By creating these task-based activities, we can cultivate students' positive emotion and desire to learn English.
2. Strengthen cooperative learning and promote students to form a positive attitude. Cooperative learning is one of the main learning methods advocated by the new curriculum, which helps to cultivate students' cooperative spirit and competitive consciousness. First, let them give full play to their respective strengths and potentials, and strive to fully reflect the value of each student, so as to enhance their self-confidence, stimulate their desire to participate in English activities, and thus improve their interest in learning English; The second is to encourage students to learn from each other, help each other, experience the sense of collective honor and accomplishment, and cultivate the spirit of cooperation. In classroom teaching, teachers organize students to use pairing/group work and team work as much as possible for cooperative learning and group competition. Students in the group help each other, unite and cooperate and learn from each other. Everyone should be responsible for their own learning, but also for the learning of group partners. They work together to complete the tasks assigned by the teacher and achieve the group goals. In this way, everyone in the group becomes an indispensable member of the group and everyone's efforts can be recognized. In this way, students will feel valued and respected, and their self-esteem and self-confidence will be greatly enhanced. In group activities, students communicate with each other and share resources, which can increase vocabulary and learning information together, mobilize each student's participation consciousness and learning enthusiasm, and make the classroom show a vivid situation of students' interaction and equal participation. Students are willing to explore, take the initiative to participate, be diligent in oral practice and be brave in competition, which has become a beautiful landscape in the teaching process.
3. Use the text content for emotional education. Textbook ideological education is rich in content, and many vivid people and events can resonate with students' thoughts and feelings. For example, in articles about famous people such as Martin Luther King, Deng Yaping and Franklin, learning comprehension is a process of emotional education. Their personality charm is a great shock to students, because their success depends not only on their intelligence level, but also on their courage, will and confidence.
4. Realize the integration of multimedia and English teaching. In English teaching, we should strive to make multimedia tools become cognitive tools for students' autonomous learning and auxiliary tools for teachers' teaching. Make full use of modern educational technology, develop English teaching resources, broaden students' learning channels, improve learning methods and improve learning efficiency. Stimulating students' perception with vivid visual and auditory methods in teaching can stimulate students' thirst for knowledge. According to the specific content of the text, using multimedia teaching methods in time to make vivid and intuitive courseware can greatly stimulate students' interest and attract their attention. For example, when I was teaching the present tense, I downloaded a lot of cartoon characters in three-dimensional animation, used animation effects to show that they were all doing an action, and carefully made teaching courseware. The students all showed unprecedented enthusiasm for learning, all of them actively answered first, and mastered the present tense in a short time. Multimedia technology provides intuitive and vivid teaching methods for classroom teaching and creates a more expressive and realistic classroom teaching environment. As far as foreign language teaching is concerned, it can turn the content described in the language into a picture or animation combining sound and shape, thus creating a teaching scene and rendering the classroom teaching atmosphere, which can quickly arouse learners' interest and stimulate students' learning enthusiasm.
5. Carry out patriotic and enthusiastic emotional education for students. Nowadays, the teaching content in English textbooks is close to modern life and full of strong flavor of the times. Many texts are permeated with ideological and emotional education, which will have a strong infectious effect on students' physical and mental development. Therefore, through the teaching of many vivid people and things in the textbook, we should expand their international vision and motherland consciousness, develop their cross-cultural awareness and ability, further stimulate students' interest in learning, arouse their ideological and emotional resonance, thus enhancing their patriotic enthusiasm, improving their sense of social responsibility and historical mission, forming their correct outlook on life, world outlook and values, and thus improving their humanistic quality as a whole.
In a word, infiltrating the cultivation and development of emotional attitude into daily education and teaching is the most important link and process to achieve the goal of emotional attitude in English classroom, and cultivating and developing students' emotional attitude is an important content of the all-round development of quality education.
(D) Help students learn to adjust and control their emotions.
First, teach students to form an appropriate emotional state. Use words to rationally control the intensity of one's emotions. Distraction can change the direction of emotions. After a long period of mental activity, a person can stabilize his mood by engaging in physical labor. Secondly, enrich students' emotional experience. Students' exams and public speeches are easy to cause mood swings, which is caused by lack of on-site experience. Teachers should create a transition scene for students, that is, from never nervous to slightly nervous, and finally to very nervous, so that students can accumulate emotional experience in various situations and improvise. Finally, train students to look at problems correctly. Because students' ability to analyze problems is not perfect, they can only explain a problem from one angle, so they are easily frustrated. Teachers should guide students to look at the problem from multiple angles, so as to find the positive significance of the problem and then produce healthy emotions.
(5) Help students overcome difficulties in emotional attitudes.
In education and teaching, we should not only help students cultivate positive emotional attitudes, but also help students overcome negative emotional factors that may appear in their studies. Excessive anxiety may be the biggest emotional obstacle in language learning. The causes of anxiety are not clear, but in most cases, learners' anxiety is related to past experiences (especially personal injuries) and the attitudes of people around them. Anxiety creates a vicious circle in language learning. Anxiety leads to tension and fear, wasting energy and attention. In this way, the energy used for thinking and memory is relatively reduced, and the effect of language storage and output is reduced, thus further increasing the possibility of anxiety. Anxiety is perhaps the best example of the interaction between cognition and emotion. Although anxiety affects language learning, it can be overcome.
An emotional factor similar to anxiety is inhibition. Children gradually form a self-image in the process of growing up, that is, the consciousness of distinguishing themselves from others. With the gradual enhancement of this awareness, children should learn how to protect their immature self, and one of the ways to protect themselves is to avoid words and deeds that may pose a threat to themselves. Avoiding and retreating in order to protect oneself is inhibition, and external criticism and ridicule have a great influence on self-image. Therefore, people who are often criticized and ridiculed have a strong sense of self-protection and a high degree of inhibition. Foreign language or second language learners will inevitably make various attempts and make mistakes in the process of learning, which sometimes brings criticism and ridicule. Therefore, learners with weak self-image often do not participate in language activities for fear of making mistakes. This is the inhibitory behavior in language learning. Like anxiety, inhibition can be overcome.
Psychologists believe that self-confidence is an important symbol of individual mental health, and self-confidence is the internal motivation for everyone to exert their internal potential and realize the value of life. In work and study, with confidence, ideals and goals, students can enter a higher stage of development step by step and succeed. Therefore, in order to stimulate students' strong and lasting interest and motivation in English, teachers should help students overcome their emotional difficulties in time, be good at discovering and promptly guiding students' learning, life and psychological obstacles, and let the success of language learning and the development of emotional attitudes promote each other. Some people say that "eyes are the windows to the soul", and careful teachers often judge students' psychological feelings through their eyes, facial expressions or anxious eyes in class. The communication between students and the environment of students' families will affect students' emotional attitude, especially now that parents are divorced and more and more families are working outside. The thoughts and feelings of these children deserve more attention from teachers. When designing activities and contents, we should consciously arrange all levels, from easy to deep, from easy to difficult, so that every student has a chance to succeed continuously, let them overcome obstacles, gradually enhance their confidence, establish a good and positive emotional attitude, and make them achieve greater success in intense and orderly study.
Pay special attention to students who are introverted or have learning difficulties, and create as many opportunities for them to practice their language as possible. We should use sincere feelings and convincing classroom teaching art to educate and influence students and reduce their pressure. When asking questions in class, let students at different levels ask questions at different levels and let them try the joy of success. For those students who answer incorrectly or refuse to answer because of lack of knowledge or some psychological obstacles, teachers should try their best to encourage them with warm and friendly language, eliminate their ideological concerns, protect their self-esteem, and make them actively and boldly participate in language learning activities in a pleasant learning environment.
(six) the use of reasonable evaluation means and methods.
The evaluation system with scores as the sole criterion has waved goodbye to us. At present, this evaluation system has gradually diversified, and more educators have begun to focus on improving students' learning situation and emotional experience, rather than simply adopting the way of survival of the fittest. In the evaluation system of new curriculum concept, making full use of emotional factors can effectively motivate students to study hard, help them form a good and healthy psychology and promote English follow-up learning. Appropriate evaluation can not only stimulate students' interest in learning, but also make students' vague understanding clear, play a finishing touch, inspire students to think deeply and push the classroom atmosphere to a climax. When students receive English teaching, due to the conflict with mother tongue acquisition, there will inevitably be a certain emotional contrast, which requires teachers to make the best use of the situation, so that students can have a successful experience, big or small, and adopt the method of combining spiritual rewards with material rewards in time, such as stickers. But remember that this method should not be overused or used sparingly, depending on the level of the group. Use more encouraging evaluation in teaching to give students the experience of successful learning. Let students see the dawn of hope and enhance their confidence in reaching the other side.
It is impossible to learn English overnight. Teachers must be emotional, avoid stylization and mechanization of practice, improve students' interest in learning English, cultivate students' positive attitude towards learning English, enhance their perseverance in the face of difficulties, and improve their satisfaction with activities. A proper sense of success will add fuel to the fire. A teacher's tacit eyes, an encouraging word and a heartfelt praise will have a great influence on students' future. Children have a peculiar talent for language, and mastering the laws of language is the gateway to English teaching.
Teachers should face up to the mistakes made by students and face them with expectation. Prevent the "Matthew effect" in educational activities, that is, "he has more than enough, and he has to return everything he doesn't have."
(7) English teachers should maintain a positive emotional attitude.
Teachers should keep happy, full and excited in the teaching process.
English is a practical and operational subject, and students need to communicate and practice constantly if they want to master and use the basic knowledge of English. In order to ensure the smooth communication and practical activities, teachers should create a relaxed, harmonious and pleasant classroom atmosphere for students, so that students can be in a happy, full and upward emotional state, thus helping students to establish good self-confidence, think positively, overcome fears and speak bravely, thus achieving ideal teaching results. Therefore, in the whole process of English classroom teaching, teachers should maintain a happy, full and uplifting emotional state, so as to stimulate students' cheerful, uplifting and uplifting emotions and make students have the enthusiasm and courage to actively participate in classroom teaching from the heart. Psychological research shows that when students are in a happy and excited mood, their perception, thinking, memory and innovation ability will be enhanced.
If the teacher is in a bad mood, the students will be in a bad mood through the infection of emotions, and the students' bad mood will be expressed through expressions or behaviors, which will make the teacher in a bad mood, thus forming a vicious circle and causing a boring teaching atmosphere. On the contrary, if the teacher is happy, it will form a teaching atmosphere in which teachers and students have fun together. Therefore, teachers' full, excited, cheerful and enthusiastic mental state will often strongly infect students' emotions, enliven the teaching atmosphere and create the best emotional background for students' cognitive activities.
Concluding remarks
To sum up, students' emotional attitude towards English directly affects their English learning. How to really promote students' language learning requires teachers to attach importance to both intellectual factors and non-intellectual factors in teaching, attach importance to emotional teaching in English teaching, and give full play to the role of emotional teaching, so as to better promote the all-round development of students' English learning ability and personality.
German educator Dostoevsky said: "The art of education lies not in the ability to impart, but in inspiration, awakening and encouragement." Every student has the potential to learn English, which requires teachers to wake up and explore. Cultivating students' positive emotional attitude plays a very important role in English teaching, which is the key to improve students' comprehensive English learning quality and English teaching quality. In English teaching practice, it is every English teacher's unshirkable responsibility to treat students as thoughtful and emotional individuals, update their educational concepts and re-examine their roles and status in English teaching.